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The Editors of the INTERNATIONAL JOURNAL OF EDUCATION POLICIES, invite you to submit an abstract for a Special Issue of the Journal for 2019. Papers will be selected that present how you and/or your work partners, co-scholars, conduct either formally or informally, social justice education work in and out of school. Manuscript submissions (both short reports and full-length articles, i.e. approximately, 2000 to 8000 words respectively.)
• In addition to your paper, you are encouraged to send a substantially informative abstract which is a summary of a paper’s substance including its background, purpose, methods of study, including a statement of ways yours and/or your study partners’ work is representative of the model set forth in the above Call for Papers overview.
• Please send in a brief biography of author(s)
• Your submission should be in English please.

Papers will be due February15, 2020.
Completed papers will be published in IJEP

For a more detail and full description please check the url://http:ojs.ijep.info

Papers should reflect scholarship that reflects on the social context of pressing issues that affect education in challenging times. The example of social scientist C. Wright Mills and especially, his seminal publication THE SOCIOLOGICAL IMAGINATION, serve as a focus and inspiration for this invitation. Mills worked “against the grain” of the exclusionary, unequal society in which he worked and studied in a time, with that seminal publication in 1959. In his chapter “The Promise” which contributors are invited to consult; he argues many points. But no point is more important than the constant call for research which reflects on and responds to conditions in education which are impacted by social problems that arise from preventable injustices. The sustained critical study of these conditions, including the idea that research should be driven by the universal social goal of a democratic, inclusive, responsive citizenship. It is research which also reflects and reports on actually existing communities, institutions and individual “projects” which seek to emancipate, to transform social arrangements from oppression toward “enlightenment” of mind and body. Reports of ongoing efforts in communities, schools, organizations are all welcome. Studies of such efforts and their impact are also welcome.

Dr. Guy Senese,
Professor Emeritus, Social Foundations of Education, Northern Arizona University, Flagstaff, Arizona
Adjunct Faculty in Ethnic, Gender and Transborder Studies, and Sociology, Pima Community College, Tucson, Arizona, U.S.
Operating and Curriculum Committee, Salt of the Earth Labor College, Tucson, Az.


Dates: 12/3/2019 - 2/20/2020

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